Instructional Design - Missy

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Overview


Grade Level: 4th grade
Subject Area: Reading, writing, spelling & Social Studies
Number of Students (average): 26
Years of Teaching: 3.5

Description

Answer the following questions as if you were giving advice to a student teacher.
How would I introduce a
discussion of my approach
to instructional design?

Sometimes I introduce the concept because I have to, and other times I get excited about whatever is next on the list of standards. If it's something I'm really passionate about then I get creative and use PowerPoint, centers, hands on activities and so on. Maybe I'll show a short video or a speaker will come in to start the unit.
What are my resources
for designing units and
lessons?

  • District calendar
  • CPT's and other teachers
  • Technology
  • Textbooks
  • Manipulatives
*
What do I generally
do first?

  1. Look at my district standards calendar
  2. Get some ideas from my CPT's (collaborative peer teachers)
  3. Talk with other teachers
  4. Search the web for example lessons/gather my resources from the teacher resource book and internet
  5. Plan out agenda on how I will teach the concept/opening hook to grab students
  6. Plan an assessment if needed/final project
How do I interact with
the standards?

Standards have become apart of my life and I've come to embrace them. The longer I teach, the more I've come to rely upon the standards and their clarification in what I'm teaching.
What are my constraints
and how do I respond
to them?

Sometimes it's time or lack of materials. For time, I've learned to integrate subjects across the board. For lack of materials, I often ask other teachers if they have what I need, or I ask my CPT's how I can adjust my needs and make due with only a few things.
How do I approach
student assessment?

Sometimes I allow the kids to make up the questions and give the answers. (Which many times that shows if they understand what we've been working on.) Sometimes I make their assessment a presentation, other times we discuss it as a class what their assessment should look like. Other times I don't assess because I see that they've got it!!!
How do I approach
post-assessment?

It can be a variety of ways: paper/pencil-multiple choice, short written response, essay. It can also be formative as I walk around the room and notice kids on task and showing mastery while they are working on their project.

How do I approach
self-assessment?

How many re-teaches I have to do, the level of engagement of the students and maybe the results of the kids tests.
What are areas I would
like to learn more about
and/or become better at?

  • Tiered choice boxes
  • Gifted/multiple intelligences
  • Backwards instruction
What final advice would I
give about my approach to
instructional design?

Be open to change, be flexible with the way the lesson goes and how the kids react, interact and demonstrate their learning. Don't get frustrated if things don't go your way, if you lack materials or everything isn't perfect the first time around.